# Book 5 add-sub practice sheets

Document Sample

```					                            This work is for children who are able to use number properties

Name:

Date:

I am learning to add by counting on

Follow the instructions along the path and write the new totals in the ovals.

+2
Start                                                                + 4
+ 5
12                                                                                         + 3

+3
+5                          +4
+ 4
+2
Finish

+5
Start
Start
+4

64
64              +3                                                                         +2

+4
+3
+5
+4
+3
Finish

Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties

Name:

Date:
I am learning to solve change unknown problems by counting on or counting back.
Write how you would get from one answer to the next in the boxes along the path.
The first one is done for you.

+4
59
52
56

61                                                                             57

58

53
65

66

68
69
FINISH

70
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties

Name:

Date:
I am learning to subtract by counting back.

Follow the instructions along the path and write the new totals in the ovals.

-2
Start                                                                  -4
- 5
72
12                                                                                          -3

-3
-5                          -4
-4
-2
Finish

-5
Start
Start
-4

64
64               -3                                                                         -2

-4
-3
-5
-4
-3
Finish

Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties

Name:

Date:

I am learning to add tens
Make your way up to the top of the pyramid. Add the numbers on 2 blocks next to
each other to find out the number on the block above. The first one is done for you.

40

30                    10                 20                    40

20                   30                  80                    40

10                   30                  30                    50

10                   20                  20                    30
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties

Name:

Date:
I am learning to subtract tens
Make your way to the bottom of the pyramids by finding the difference between the
numbers on 2 blocks next to each. Put the answer into the number on the block below.

40                    10                 90                    30
The difference                     30
between 40 and 10
is 30

10                   60                  50                    70

100                    50                  30                    80

70                    20                  60                    90

Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties

Name:

Date:

I am learning to add and subtract tens

34                  45                  24                  35      43
+ 50
+ 30
+ 40
+ 10

47                  88                  35                  56      79
- 10
- 20
- 30
- 10

4                  13                   21                 45      32
+ 10
+ 50
+ 40
+ 30

76                  97                  86                  57      69
- 30
- 50
- 10
- 40
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties

Name:

Date:

I am learning to add tens and ones where the sum of the ones digits is less than 10.

12           23                                                        81            15

45+                                                                     14+
34            44                                                       53            62

15           34

53+
22            46

14           42                                                        13            46

32+                                                                     32+
65            55                                                       67            54

Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties

Name:

Date:

I am learning to subtract two digit numbers which does not involve renaming.

12           23                                                        81            15

85-                                                                     97-
34            44                                                       53            62

15           34

68-
22            46

14           42                                                        13            46

77-                                                                     89-
65            55                                                       67            54

Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties

Name:

Date:

I am learning to solve change unknown problems involving tens and ones.

Write how you would get from one answer to the next in the boxes along the path.
The first one is done for you.

+ 14
79
52
66

31                                                                             57

68

43
45

66

98
22
FINISH

70
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties

Name:

Date:
I am learning to add and subtract ones and tens by moving left, right, up and down on
charts with numbers up to 1000

1           2          3           4            5           6           7          8       9       10
11          12          13          14          15          16          17          18     19       20
21          22          23          24          25          26          27          28     29       30
31          32          33          34          35          36          37          38     39       40
41          42          43          44          45          46          47          48     49       50
51          52          53          54          55          56          57          58     59       60
61          62          63          64          65          66          67          68     69       70
71          72          73          74          75          76          77          78     79       80
81          82          83          84          85          86          87          88     89       90
91          92          93          94          95          96          97          98     99      100

35 + 4 =                                   23 + 5 =                                     74 – 3 =

95 – 5 =                                   62 – 40 =                                    13 + 50 =

86 – 5 =                                   44 + 5 =                                     28 + 60 =

95 – 30 =                                  37 + 20 =                                    82 – 10 =

16 - 3 =                                   19 + 30 =                                    83 - 40 =
Now try these more challenging examples

234 + 30 =                                 645 + 5 =                                    194 – 20 =

729 + 40 =                                 537 – 4 =

Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties
Name:

Date:

I am learning to add three or more numbers by first making up pairs that add up to 10

6+4+2                                       1 + 5 + 5 +9                                4+6+4+
9+6

8+6+4+                                        7+8+                                      5+2+3+
7+2                                        4+3+2                                      7+8+5

1+2+3+                                     1+2+5+7                                   3+6+4
7+8+5                                      +9+5+3                                     +9+1

2+5+8+9                                   6+7+3+2                                  2+1+9+3+
+5+1+1                                    +4+8+5                                    8+7+6

Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties

Name:

Date:

I am learning to solve problems like 5 + 3 + 6 – 8 by first adding 5 + 3 to get 8 then
removing the 8

10 + 2+ 7- 12                          10 + 5 + 4 - 15                           4+2+5-9

3+2+6-5                                     2+6+4                                      8+6
+3-7                                       + 4 - 10

7+8+2-9                                   7+3+3+7                                1+2+5+2
–10 - 10                                –7-3

9+6+4–7                                5+3+4+4                                   1+5+3+8+
-2                                  +2–9-6                                    3–6-6

Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties

Name:

Date:
I am learning to subtract by splitting numbers into parts instead of counting back.

Cross out which
counters you would
remove to solve
14 – 6.

How many are left?

_______
Now solve these problems by breaking the ten to get the answer.

16 – 9 =                        12 – 4 =                       11 – 3 =                      13 – 6 =

Maria has 43 lollies and eats 5,
Show how you would remove                                      10         10        10        10
the 5 lollies.

How many lollies are left? ______

Now solve these problems by breaking into the ten.

24 – 6 =                        31 – 5 =                       75 – 8 =                      96 – 9 =

62 – 4 =                       42 – 7 =                        83 – 6 =                      70 – 7 =

Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties

Name:

Date:
I am learning to add by splitting numbers into parts instead of counting on.

1   2    3    4     5    6      7    8     9    10 11 12 13 14 15 16 17 18 19 20 21 22 23
Now she has 23. How many more did she buy?                                          18 +             = 23

first one is done for you.

Word Story                                                                     Recording
There were 16 eggs. Overnight the
hen laid some more. By morning there                                                     16 + 9 = 25
were 25. How many more were laid?
The grocer has 28 apples and then
gets some more. Now he has 33
apples. How many more did he get?
There were 65 trees in the forest.
The owner planted some more and now
there are 73. How many more were
planted?
Tim has 54 toy cars. He got some
more and now he has 61. How many
more did he get?
Susan caught 37 fish. Her dad caught
some more. Altogether they have 43.
How many did her Dad catch?
Brian had scored 28 goals this season.
He then scored some more in the next
game and his new total was 31. How
many more goals did he score?
holidays she read some more, now she
has read 92 books. How many more

Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties

Name:

Date:
I am learning to add by splitting numbers into parts instead of counting on.

Cross out which counters you
would move to solve 8 + 6.

Draw where you would move
them to.

How many do you have now?

Now solve these problems by making the ten to get the answer.

7+5=                            9+6=                           5+8=                          9+7=

Maria has 27 lollies and gets 5 more,
10         10
Show how you would add another 5
more lollies.

How many lollies does she have now?                                ________

Now solve these problems by making the ten.

28 + 6 =                        39 + 5 =                       77 + 8 =                      96 + 5 =

59 + 4 =                       46 + 8 =                         89 + 9 =                     74 + 7=

Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties

Name:

Date:
I am learning addition and subtraction using comparisons of sets without
counting on or back

Martin has \$7, and Tusi has \$3 more
than Martin. How much money does Tusi
have?

_____________________

Now answer these comparison problems and show how you would record the problem.
The first one is done for you.

Jill has 11 blocks and Sam has 2 less. How                       11 – 2 = __
many does Sam have?

Peter has \$15 and Fali has \$6 more. How
much does Fali have?

Howard has \$28 and Tino has \$4 more.
How much does Tino have?

Kalama has 10 stamps and Filimone has 3
less. How many does Filimone have?

Hannah has 18 stickers and Tayla has 5
more. How many does Tayla have?

Louise has 36 marbles and Vienna has 4
less. How many does Vienna have?

Masaga has \$72 and Elizabeth has \$5
more. How much does Elizabeth have?

Latu is 135cm tall and Loa is 6cm shorter.
How tall is Loa?

Tony is 156cm tall and Dylan is taller by
6cm. How tall is Dylan?

Aunty Kay is 29 years old and Aunt Cleo is
7 years older. How old is Aunt Cleo?

Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties
Name:

Date:

I am learning addition and subtraction using comparisons of sets without
counting on or back

Jeanette has \$17, and Jo has \$21.
How much more money does Jo have
than Jeanette?

17 +                       = 21
Now answer these comparison problems and show how you would record the problem. The
first one is done for you.

Juliet has \$8 and Mary has \$13. How much                 8 +          =13
more money does Mary have?

Janice has \$9 and Benita has \$15. How
much more money does Benita have?

Nola has \$56 and Jude has \$64. How much
more money does Jude have?

Lois has 38 stickers and Kelvin has 46. How
many more stickers does Kelvin have?

Tehani is 164cm tall and Virginia is 156cm
tall. How much taller is Tehani?

Ivan is 173cm tall and Nathan is 182cm tall.
How much taller is Nathan?

Adrian is 31 years old and Frank is 37
years old. How much older is Frank?

Phil has 87 CDs and Alison has only 78 CD’s.
How many more does Phil have?

Rachel has 77 marbles and Mitra has 72.
How many more does Rachel have?

Helen has \$67 and Jo has \$73. How much
more money does Jo have?

Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties

Name:

Date:
I am learning how many tens there are in a number less than 1000

Mrs Hirst takes her class of 26 children to a concert.
Admission is \$10 per person. She has \$295 to pay for the
students to get in.

Does she have enough money?                 ________
How many students could she pay for?                      ________

If the admission price is still \$10 per                    Boxes of chocolates cost \$10 each. How
student, how many students could Mrs                       many boxes of chocolates could I buy if I

     \$203 =                                                   \$589 =

     \$199 =                                                   \$487 =

     \$167 =                                                   \$971 =

     \$356 =                                                   \$387 =

in her purse. How much money
has she got to spend?         _______________

If 21 children each paid \$10 to watch the concert. How
much money did they pay altogether?

If 45 children paid \$10 each to buy a box of chocolates.
How much did they spend altogether?

If Bronwyn has 38 ten-dollar notes in her purse, how much
money has she got to spend?

If Christine washes 26 cars for \$10 each. How much money
does she make?

Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties

Name:

Date:
I am learning how knowing 10 ones make one 10 and 10 tens make 100 can help me solve problems like
567 +      = 800

Julia has to save \$400 for a holiday. She has \$287 saved.
How much more does Julia have to save?

287 +                      = 400

Solve these problems

98 +                        = 500                    345 +                           = 400

290 +                       = 400                                       + 488 = 700

+ 381 = 500                                           + 378 = 1000

279 +                       = 700                    378 +                           = 700

136 +                       = 800                    809 +                           = 900

Now try these challenging examples

2990 +                        = 5000                 456 +                           = 4000

6+                    = 8000

Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties
Name:

Date:

I am learning to jump through a tidy number on a number line to solve problems like 17 +     = 91

48 +             = 72

29 +             = 83

46 +             = 91

19 +                = 62                   36 +                 = 94               8+         = 84

39 +               = 75                    25 +                 = 73              47 +       = 101

In the long distance race, the runners have to
run 63km. Patrick has run 19km, how far does
he still have to go?
Freddy Frog lives at number 18 on the number
line. He wants to visit his friend at number 71.
Billy wants to beat his last year’s record of 73
goals he scored in one year. So far he has
scored 36, how many more goals does he need
to score to equal his record?
Sue has saved some money to buy a new bike.
The bike costs \$92 and she has saved \$48.
How much more does she need?

Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties

Name:

Date:
I am learning that problems like 34 +          = 51 and 51 – 34 =           have the same answer .

Mary has \$72 and gives John \$58. How much does Mary have left?
10              2
2

72 – 58 =             is the same as 58 +                   = 72
58 60                       70 72
Solve these subtraction problems by turning them into additions. The first one is
done for you.

81 – 78 =               is the same as         78       +
3      =    81        so the answer is         3

23 – 18 =               is the same as                  +             =              so the answer is

73 – 28 =               is the same as                  +             =              so the answer is

93 – 57 =               is the same as                  +             =              so the answer is

103 – 88 =              is the same as                  +             =              so the answer is

64 – 38 =               is the same as                  +             =              so the answer is

Solve these problems mentally.
I had \$83 and spent \$58 on a
book. How much was left?
There were 63 people on the
bus and 27 got off. How many
were left on the bus?
92 eggs were laid by the hens.
hatched into chickens. How

Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties

Name:

Date:
I am learning to solve problems like 13 +  = 91 by jumping up by a tidy number on a number line,
then jumping back a small number

23 +             = 71

24 +             = 82

52 +            = 90

42 +             = 91                      24 +              = 92                       12 +    = 61

82 +             = 101                     64 +              = 93                       14 +    = 83

I have got \$34 saved to buy a CD player which
costs \$92. How much more money do I need to
I have written 14 Invitations for my birthday.
I want to invite 43 people. How many more
invitations do I still need to write?
Our holiday home is 103Km away. We have
travelled 75Km on the bus so far, how much
further do we need to go?
The chick is 16cm high. It’s mother hen is
53cm high. How much taller is the hen than the
chicken?

Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties

Name:

Date:
I am learning how many hundreds there are in numbers over 1000

The bank of mathematics has run out of \$1,000 notes.
Amy wants to withdraw \$2,315 in \$1, \$10, and \$100
notes.

How many \$100 notes does she get? _____________

Find the number of \$100 notes in these amounts.

Amount
\$2, 601             \$3, 190             \$1, 555              \$1, 209      \$2, 081
Number of
\$100 notes

Tickets to a concert cost \$100 each. How many tickets
could you buy if you have \$3,215?
_____________
___
Work out how many tickets you could buy if you had these amounts of money.

Amount
\$1,608                  \$2,897                   \$3,091          \$4,250
Number of
tickets

Now try these challenging examples.

Find the number of hundreds in:
Amount                        13 409                 28 002                   12 088          21 344
No. of hundreds

Find the number of tens in:
Amount                        3709                     8002                   12 897          50 890
No. of tens

Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties

Name:

Date:
I am learning to mentally add the tens and ones separately when appropriate

37 +             = 79

17 +             = 99

5 +             = 67

15 +               = 88                    61 +               = 83                 387 +              = 999

+ 56 = 99                                + 68     = 99                           + 256    = 759

In the long distance race, the runners have to
run 67Km., Patrick had run 12km, how far does
he still have to go?
There were 107 people in the queue for
concert tickets. I was 26th in the line. How
many people were behind me?
After 2 hours of sailing Tim had only another
361 metres to reach the island, which was 589
metres away from where he started. How far
The bike cost \$795 and she needed to save
another \$143. How much had she saved

Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties

Name:

Date:
I am learning to solve some addition and subtraction problems by adjusting one number to the nearest
hundred

+98
Start                                                                +197
+ 199
17
12                                                                                          +498

+398
+199                        +97
+ 999
+298
Finish

- 198
- 97
Start
Start

64
5000              -99                                                                         -298

-98
- 496
- 998
- 299
- 197
Finish

Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties

Name:

Date:

I am learning to solve problems like 73 – 19 by first subtracting a tidy number then adding on a small

-19
Start                                                                -29
-9
500
12                                                                                             -39

-69
- 47                        -49
-9
- 28
Finish

-67
Start
Start
- 38

64
1000            -98                                                                         - 19

-88
- 79
-29
- 99
- 47
Finish

Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties

Name:

I am learning to solve subtraction problems by equal additions that turns one of the numbers into a
tidy number

Minus                445                 867                  676                 902      856
298
197
390
99

Minus               1000                  701                 905                 567      956
96
395
299
497

Minus                803                 729                  936                 693      510
98
199
296
390

Minus                945                1000                  486                 592      777
95
197
399
295
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties

Name:

Date:
I am learning to apply mental subtraction methods to an application

John Shepherd

Born: 21/09/1853
Died: 17/11/1901

Use the empty number line to help you work out how long John was alive.
Number Sentence: 1853 +           = 1901                   Answer =

How long did these people live?

13/11/937             01/12/980

01/03/1899            12/12/1987

28/04/1848            01/05/1924

30/08/1488            21/09/1523

23/05/1302            21/07/1333

Now try these challenging examples. Look carefully at the months in which they were
born and when they died.

21/12/1743            12/01/1806

13/11/456             01/12/491

01/03/1856            12/12/1911

28/09/1924            12/01/2002

Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties

Name:

Date:
I am learning that the answer on the left of the equals sign is the same as the answer on the right of
the equals sign.

Maggie and John are given a bag of sweets each. Both bags have the same number of
sweets in them. Maggie shares her bag with her friend Jan. Maggie gets 4 sweets
and Jan gets 5. John shares his bag with Anne. John gives Anne 6 sweets.

How many sweets does John have left?

Maggie’s and Jan’s sweets                                                  John’s and Anne’s sweets

4+5                                                                         + 6

= means balance each side

Solve these “balancing” questions.

42 + 38 =                     + 39                                       55 + 35 =                  + 34

105 +                  = 103 + 43                                                  + 65 = 67 + 339

+ 180 = 190 + 38                                      1020 +                     = 1010 + 67

Now try these subtraction problems

442 - 38 =                      - 39                                   585 - 35 =                   - 34

105 - 56 = 103 -                                                                    - 65 = 667 - 62

Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties

Name:

Date:
I am learning to solve addition problems where the two numbers are easily related to
doubles

51           48                                                         98                99

49+                                                                        98+
50              49                                                      97                100

19              21

19+
18             20

149           148                                                       998           1002
149+                                                                      998+

150           151                                                       997             1001

Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties

Name:

Date:
I am learning to look at the addition and subtraction of three or more numbers to
calculate easy combinations first

970 + 30 +                                 99 + 89 +                                    678 + 234
3213                                       1 + 11                                       + 66 + 2

2345 + 5 +                                  992 +                                       89 + 527 +
995 + 45                                 3456 + 8                                          11

473 + 155                                 15 + 630 +                                 151 + 74 +
+ 245                                    485 + 170                                    249 + 6

234 – 89 - 11                             465 – 29 -71                             5 + 995 – 345

Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties

Name:

Date:
I am learning how a number rolls over when 10 of any unit occur in an addition, and how the number
rolls back when 10 of any unit occur in subtraction.

Look how to add 9 onto 9993 (using the number line & tidy numbers) to make 10 002

+7                                                      +2

9993                                                                 10 000                       10 002

Solve these problems using an empty number line

8 992 + 9 =

6 + 12 996 =

16 + 6 684 =

44 503 – 7 =

18 900 + 102 =

99 + 12 099 =

50 + 6 150 =

102 003 – 5 =

Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties
Name:

I am learning to select wisely from my range of mental strategies to solve addition problems
Make your way up to the top of the pyramid. Add the numbers on 2 blocks next to each
other to find out the number on the block above. The first one is done for you.

9 + 6 = 15

15                                                               11
9                    6                     5                    8                                  7

19
15                    8                    14                   19                                  7
Try these mentally.
When you are
finished, circle the
work out with a pen
and paper.

33
25                    9                   32                    29                                 15
Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties
Name:

Date:

I am learning to select wisely from my range of mental strategies to solve subtraction problems
Make your way to the bottom of the pyramids by finding the difference between the numbers
on two blocks next to each other. Put the answer into the block below.

900                  685                   810                  400                    515            1000
215
The difference
between 900
and 685 is 215

617                 403                  1000                  828                   697              590

212                 803                   569                 1000                   730              429

Try these mentally. When
you have finished, circle
work out with a pen and
paper.

Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties

Name:

Date:
I am learning to add decimals

Colour the decimats to show how to solve this problem :                        1.6 + 2.4 =

Solve and show on the decimats how to solve this problem: 0.75 +                                 =3

3.7 + 5.3 =                           12.4 + 8.6 =                               1.9 + 5.1 =

8.2 +                    = 10         4.9 +                =    = 13             6.3 +           =9

Now try these more challenging examples

2.81 + 6.19 =                         0.35 + 1.15 =                              1.91 + 6.09 =

0.54 +                     = 6        5.37+                 =    =8              7.12 +          = 12

Super Challenge!

3.451 + 2.549 =                               0.0054 + 3.0046 =

0.0371 +                      = 4        0.5278 +                =     =8        1.11118 +            =5

Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties

Name:

Date:
I am learning to use place value to add decimals

Colour the decimal pipes to show this problem :                  0.46 + 0.7=

Tick which number line illustrates the correct answer for the above problem.
+ 0.7                   + 0.06

0.4                                           1.1             1.16

+ 0.4                   + 0.3

0.46                                          0.5             0.53

Solve the following problems. The first one is done for you as an example.
+ 0.4                     + 0.027
1.6 + 0.427 = 2.027

1.6                                 2.0                2.027

0.43 + 0.647=

4.7 + 1.39 =

46.7 + 5.31 =

0.92 + 5.38 =

Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties
Name:

Date:
I am learning to subtract decimals

Peter had 4.6m of rope and cut off 1.87m to make a lasso.
How much rope did he have left?

I used tidy numbers and                     I used place value.                            I used reversing.
compensating.                               I did 4.6 – 1 = 3.6m. Then I did                I knew 1.87 + 0.13 makes 2.
I took away a tidy 2 from 4.6               3.6 – 0.8 = 2.8m. Then I did                   So then I added on another
which makes 2.6. Then I added               2.8 – 0.07 = 2.73m                             2.6 to make 4.6m. So the
back 0.13 so the answer is                                                                 answer is 0.13 + 2.6 = 2.73m.
2.73m.

Michael                                              Susan                                      Sandra

How would each child solve this problem. : 5.2 – 3.95

Michael                                  Susan                                  Sandra

Choose the most efficient strategy for each problem below.
Problem     Strategy & explanation         Problem       Strategy & explanation
4.8 – 2.9 =                                5.42 – 3.61 =

9.5 – 8.97 =                                               3.1 – 0.67 =

Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties

Name:

Date:

I am learning to use multiplication and division to solve addition & subtraction
problems

Look at how the problem below can be represented as a multiplication sum by finding
a common factor for each addend.

56                  +                 16                      =            72

7x8                      +               2x8                       =                 9x8

Rewrite these sums into multiplication problems by finding the common factor. The
first one is done for you.

36 + 18                   ( 6 x 6) + ( 3 x 6 ) = ( 9 x 6 ).                                So the answer is 54

56 + 16                   (            )+(             )=(              ).                 So the answer is ___

27 + 72                   (            )+(             )=(              ).                 So the answer is ___

64 – 48                   (            ) -(            )=(              ).                 So the answer is ___

63 – 49                   (            ) -(            )=(              ).                 So the answer is ___

36 + 16 + 28                                                                               So the answer is ___

81 – 27 + 18                                                                               So the answer is ___

42 + 18 – 36                                                                               So the answer is ___

42 + 35 + 14 + 49                                                                          So the answer is ___

88 – 32 – 24 + 48                                                                          So the answer is ___

120 – 54 + 12 - 36                                                                         So the answer is ___

Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties
Name:

Date:

I am learning to combine proportions and work out what parts the total is made up of.

Complete the table below to show for each stack of cubes.

Stack                           Ratio                     Fraction                      Percentage
(light:dark)              light      dark                light      dark

A

B

Now complete the table to show what would happen if you combined Stacks A and B.

Stack                           Ratio                    Fraction                       Percentage
(light:dark)             light      dark                 Light      dark

Use the information about the following stacks of cubes to solve the problems below.

Stack A                      Stack B                       Stack C                           Stack D
2 light : 8 dark             13 light : 17 dark            9 light : 1 dark                  28 light : 12 dark

Stacks                          Ratio                    Fraction                        Percentage
(light:dark)             light      dark                  light      dark
A+C

C+D

A+D

A+B+C

Marie Hirst, Numeracy Facilitator
This work is for children who are able to use number properties

Marie Hirst, Numeracy Facilitator

```
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
 views: 803 posted: 4/16/2010 language: English pages: 40
How are you planning on using Docstoc?